The American Dream 2.0: Recognizing the Academic Gifts and Talents of Black Students
Edition: 1
Copyright: 2025
Pages: 224
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$45.00 USD
The American Dream 2.0: Recognizing the Academic Gifts and Talents of Black Students, is an edited book grounded in research and evidenced-based approaches with a solution focused approach to engage Black youth and adolescents to be the best version of themselves through academic achievement, career development, mental health and wellness, and college readiness. The authors in this books are scholars and practitioners who have not only the experiences of working with Black students and conductive research in their respective fields, but they are sought after experts to address the most pressing issues regarding this population. The American Dream is about attaining success based on the aspirations and goals of Black students and this book will assist preservice and in-service educators and practitioners as well as instructors in higher education teach and use student centered approaches to work with Black students.
Foreword
Introduction to the American Dream 2.0
Chapter 1: Asset-Based, Culturally-Grounded Education: Unlocking the Potential of Gifted Black Students
Chapter 2: Moving from a Dream Deferred to a Promise Fulfilled: Promoting Black Joy and Excellence for Black Students with Disabilities
Chapter 3: “All I saw was talent and beauty. Everybody has that”: Exploring the Gifts and Talents of Black Kids in Graphic Novels
Chapter 4: Recognizing the Gifts of Black Children in K – 12 Mathematics
Chapter 5: An Interdisciplinary Approach to Urban Science Teaching: Engaging Students of Color in STEM Through Informal Learning Experiences
Chapter 6: ELEVATING FUTURES: An Introduction to Out-of-School Time Models for Black Students
Chapter 7: Uplifting Black Elementary Students
Chapter 8: Assets in Action: The True Story of Our Middle School Students
Chapter 9: Affirming Genius: The Role of High School Counselors in Advancing Black Student Achievement and Postsecondary Readiness
Chapter 10: When the Data Forgot Us: Leading for Black Brilliance in Marginalized Schools
Chapter 11: Empowering Black Students: A Strength-Based Approach for School Counselors
Chapter 12: #blackgirlmagic #blackboyjoy: Promoting Equitable Education for Black Students Through School Psychology Practices
Chapter 13: Empowering Resilience Through Protective Factors: A Strength-Based Paradigm/Approach for Supporting Mental Health for Black Students in K-12
Chapter 14: A Mind is a Terrible Thing to Waste: Engaging Black Students in College Readiness
Chapter 15: Pursuing Purpose: Career Development Approaches for Black Students in P-12 Schools
Chapter 16: The American Dream 2.0: Solutions to the Issues Affecting Black Students in Education: A Candid Dialogue with Experts in the Field.
Epilogue
Erik M. Hines, Ph.D., is a Professor of Counseling in the Division of Child, Family, and Community Engagement within the College of Education and Human Development at George Mason University. Dr. Hines prepares graduate students to be counselors in a clinical or school setting. His research agenda focuses on: (a) postsecondary readiness for Black males; (b) academic and career outcomes of Black males; (c) parental involvement and its impact on academic achievement for students of color; and (d) career exploration for students of color in the fields of Science, Technology, Engineering, and Mathematics (STEM). He has secured over $2.8 million dollars in funding. Additionally, Dr. Hines has accumulated over 75 publications, including two co-edited books, Equity-Based Career Development and Postsecondary Transitions: An American Imperative and Black Males in Secondary and Postsecondary Education: Teaching, Mentoring, Advising and Counseling. His research has appeared in peerreviewed journals such as the Journal of Counseling and Development, Journal of Engineering Education, Journal of Multicultural Counseling and Development, Journal of Negro Education, Journal for Specialists in Group Work, Professional School Counseling Journal, The High School Journal, Theory into Practice and Urban Education. Moreover, he has served as guest editor for six special issues in the following journals: Journal of College Access, Journal for Multicultural Counseling and Development, Journal of Women and Minorities in Science and Engineering, Journal for Specialists in Group Work, Professional School Counseling Journal, and Teaching and Supervision in Counseling. Last, Dr. Hines is a proud American Counseling Association (ACA) Fellow and recipient of the Al Dye Award from the Association for Specialists in Group Work.
The American Dream 2.0: Recognizing the Academic Gifts and Talents of Black Students, is an edited book grounded in research and evidenced-based approaches with a solution focused approach to engage Black youth and adolescents to be the best version of themselves through academic achievement, career development, mental health and wellness, and college readiness. The authors in this books are scholars and practitioners who have not only the experiences of working with Black students and conductive research in their respective fields, but they are sought after experts to address the most pressing issues regarding this population. The American Dream is about attaining success based on the aspirations and goals of Black students and this book will assist preservice and in-service educators and practitioners as well as instructors in higher education teach and use student centered approaches to work with Black students.
Foreword
Introduction to the American Dream 2.0
Chapter 1: Asset-Based, Culturally-Grounded Education: Unlocking the Potential of Gifted Black Students
Chapter 2: Moving from a Dream Deferred to a Promise Fulfilled: Promoting Black Joy and Excellence for Black Students with Disabilities
Chapter 3: “All I saw was talent and beauty. Everybody has that”: Exploring the Gifts and Talents of Black Kids in Graphic Novels
Chapter 4: Recognizing the Gifts of Black Children in K – 12 Mathematics
Chapter 5: An Interdisciplinary Approach to Urban Science Teaching: Engaging Students of Color in STEM Through Informal Learning Experiences
Chapter 6: ELEVATING FUTURES: An Introduction to Out-of-School Time Models for Black Students
Chapter 7: Uplifting Black Elementary Students
Chapter 8: Assets in Action: The True Story of Our Middle School Students
Chapter 9: Affirming Genius: The Role of High School Counselors in Advancing Black Student Achievement and Postsecondary Readiness
Chapter 10: When the Data Forgot Us: Leading for Black Brilliance in Marginalized Schools
Chapter 11: Empowering Black Students: A Strength-Based Approach for School Counselors
Chapter 12: #blackgirlmagic #blackboyjoy: Promoting Equitable Education for Black Students Through School Psychology Practices
Chapter 13: Empowering Resilience Through Protective Factors: A Strength-Based Paradigm/Approach for Supporting Mental Health for Black Students in K-12
Chapter 14: A Mind is a Terrible Thing to Waste: Engaging Black Students in College Readiness
Chapter 15: Pursuing Purpose: Career Development Approaches for Black Students in P-12 Schools
Chapter 16: The American Dream 2.0: Solutions to the Issues Affecting Black Students in Education: A Candid Dialogue with Experts in the Field.
Epilogue
Erik M. Hines, Ph.D., is a Professor of Counseling in the Division of Child, Family, and Community Engagement within the College of Education and Human Development at George Mason University. Dr. Hines prepares graduate students to be counselors in a clinical or school setting. His research agenda focuses on: (a) postsecondary readiness for Black males; (b) academic and career outcomes of Black males; (c) parental involvement and its impact on academic achievement for students of color; and (d) career exploration for students of color in the fields of Science, Technology, Engineering, and Mathematics (STEM). He has secured over $2.8 million dollars in funding. Additionally, Dr. Hines has accumulated over 75 publications, including two co-edited books, Equity-Based Career Development and Postsecondary Transitions: An American Imperative and Black Males in Secondary and Postsecondary Education: Teaching, Mentoring, Advising and Counseling. His research has appeared in peerreviewed journals such as the Journal of Counseling and Development, Journal of Engineering Education, Journal of Multicultural Counseling and Development, Journal of Negro Education, Journal for Specialists in Group Work, Professional School Counseling Journal, The High School Journal, Theory into Practice and Urban Education. Moreover, he has served as guest editor for six special issues in the following journals: Journal of College Access, Journal for Multicultural Counseling and Development, Journal of Women and Minorities in Science and Engineering, Journal for Specialists in Group Work, Professional School Counseling Journal, and Teaching and Supervision in Counseling. Last, Dr. Hines is a proud American Counseling Association (ACA) Fellow and recipient of the Al Dye Award from the Association for Specialists in Group Work.